Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change
Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of lear...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2018-08-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/8/3/120 |
| _version_ | 1798039319233953792 |
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| author | Finja Grospietsch Jürgen Mayer |
| author_facet | Finja Grospietsch Jürgen Mayer |
| author_sort | Finja Grospietsch |
| collection | DOAJ |
| description | Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths. |
| first_indexed | 2024-04-11T21:52:15Z |
| format | Article |
| id | doaj.art-8ca58c28f2f8404a8a3e19aebe060b55 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T21:52:15Z |
| publishDate | 2018-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-8ca58c28f2f8404a8a3e19aebe060b552022-12-22T04:01:12ZengMDPI AGEducation Sciences2227-71022018-08-018312010.3390/educsci8030120educsci8030120Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual ChangeFinja Grospietsch0Jürgen Mayer1Institute for Biology, Biology Education, University of Kassel, Kassel 34119, GermanyInstitute for Biology, Biology Education, University of Kassel, Kassel 34119, GermanyScientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths.http://www.mdpi.com/2227-7102/8/3/120conceptual changebiology teacher educationpre-service biology teachersprofessional knowledgebeliefsmisconceptionsneuromythslearningthe brain |
| spellingShingle | Finja Grospietsch Jürgen Mayer Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change Education Sciences conceptual change biology teacher education pre-service biology teachers professional knowledge beliefs misconceptions neuromyths learning the brain |
| title | Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change |
| title_full | Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change |
| title_fullStr | Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change |
| title_full_unstemmed | Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change |
| title_short | Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change |
| title_sort | professionalizing pre service biology teachers misconceptions about learning and the brain through conceptual change |
| topic | conceptual change biology teacher education pre-service biology teachers professional knowledge beliefs misconceptions neuromyths learning the brain |
| url | http://www.mdpi.com/2227-7102/8/3/120 |
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